000119624 001__ 119624
000119624 005__ 20240705134140.0
000119624 0247_ $$2doi$$a10.1080/0020739X.2022.2113467
000119624 0248_ $$2sideral$$a129469
000119624 037__ $$aART-2024-129469
000119624 041__ $$aeng
000119624 100__ $$aGonzález, Antonio
000119624 245__ $$aProof levels of graph theory students under the lens of the Van Hiele model
000119624 260__ $$c2024
000119624 5060_ $$aAccess copy available to the general public$$fUnrestricted
000119624 5203_ $$aThis work is devoted to exploring proof abilities in graph theory of undergraduate students of the Degree in Computer Engineering and Technology of the University of Seville. To do this, we have designed a questionnaire consisting of five open-ended items that serve as instrument to collect data concerning their proof skills when dealing with graphs. We have thus analysed them adapting the methodology for computing the degrees of acquisition of the Van Hiele levels. Our analysis leads to different proof profiles of graph theory students whose characteristics provide empirical support to consider proof levels in graph theory froThis work is devoted to exploring proof abilities in Graph Theory of undergraduate students of the Degree in Computer Engineering and Technology of the University of Seville. To do this, we have designed a questionnaire consisting of five open-ended items that serve as instrument to collect data concerning their proof skills when dealing with graphs. We have thus analysed them adapting the methodology for computing the degrees of acquisition of the Van Hiele levels. Our analysis leads to different proof profiles of Graph Theory students whose characteristics provide empirical support to consider proof levels in Graph Theory from the perspective of the Van Hiele model.m the perspective of the Van Hiele model.
000119624 536__ $$9info:eu-repo/grantAgreement/ES/AEI/PID2020-115652GB-I00$$9info:eu-repo/grantAgreement/ES/DGA/S60-20R$$9info:eu-repo/grantAgreement/ES/MICINN/PID2019-104964GB-I00
000119624 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000119624 592__ $$a0.516$$b2022
000119624 593__ $$aApplied Mathematics$$c2022$$dQ2
000119624 593__ $$aMathematics (miscellaneous)$$c2022$$dQ2
000119624 593__ $$aEducation$$c2022$$dQ2
000119624 594__ $$a2.6$$b2022
000119624 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000119624 700__ $$0(orcid)0000-0001-9884-7995$$aManero, Víctor$$uUniversidad de Zaragoza
000119624 700__ $$0(orcid)0000-0002-0516-0463$$aArnal-Bailera, Alberto$$uUniversidad de Zaragoza
000119624 700__ $$aPuertas, María Luz
000119624 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000119624 773__ $$g55, 8 (2024), 1938-1956$$tInternational Journal of Mathematical Education in Science and Technology$$x0020-739X
000119624 8564_ $$s836162$$uhttps://zaguan.unizar.es/record/119624/files/texto_completo.pdf$$yPostprint
000119624 8564_ $$s573187$$uhttps://zaguan.unizar.es/record/119624/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000119624 909CO $$ooai:zaguan.unizar.es:119624$$particulos$$pdriver
000119624 951__ $$a2024-07-05-12:46:32
000119624 980__ $$aARTICLE